Context: While evidence-based practice (EBP) concepts are being taught in health profession education programs, models of instruction and effectiveness of these models are not evident in athletic training. Objective: To evaluate the effectiveness of the Evidence-Based Teaching Model (EBTM) in increasing student knowledge, attitudes, and use of evidence-based concepts. Design: Within subjects design with pre- and post-test evaluations of students' knowledge, attitudes, and intended use using the researcher-developed Evidence-Based Concepts: Knowledge, Attitudes and Use (EBCKAU) survey. Setting: CAATE-accredited undergraduate programs. Participants: Eighty-two students from a stratified purposeful sample of 9 institutions were enrolled in the study, 78 students (95%) completed the knowledge portion of the survey, while 68 students (83%) fully completed the knowledge, attitudes, and use portions of the survey. Data Collection and Analysis: The EBCKAU survey was used to assess student factors relating to EBP through multiple choice, Likert scale, and open-ended questions. Results: Students significantly increased their knowledge, confidence in knowledge, familiarity with, and confidence in use of EBP skills following the EBTM. Prior to the EBTM, students earned a mean knowledge score of 50%. This improved to 66% post-EBTM. Students' interest and perceived importance scores did not increase. Barriers to student use of EBP included time, available resources, ACI open-mindedness, and experience. Conclusions: The EBTM was effective in improving student factors related to knowledge and use of EBP concepts. To our knowledge, this is the first published teaching model that assessed student outcomes related to EBP in athletic training education. (Contains 1 figure and 3 tables.)